Assessment for learning: perceptions of English and Portuguese science teacher students
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Tipo de documento: | Livro |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10174/13517 |
Resumo: | Assessment and learning are understood as closely interrelated, assuming that assessment is an integral part of the learning process. Assessment for learning is seen furthermore as serving the purpose of promoting pupils’ learning. This study examines the perceptions of six science prospective teachers in England and Portugal about assessment by replying to an open self-report questionnaire, constructed for this purpose. The English students were enrolled on a postgraduate certificate in education (PGCE) course, focused on developing their teaching skills. The Portuguese students were attending a master degree in education also aiming the same goals. All the participants already had a degree on science and were in practice at schools (either basic or secondary). A qualitative analysis of students’ responses was made in order to comprehend their understanding about assessment, assessment strategies they perceive to be the most effective for learning and the relationship between learning and formative assessment. The results show that despite the difference of contexts assessment is not easy to define and raises many questions when put into practice, leading to a variety of understandings and solutions in the classroom. Nevertheless, they all tend to a summative perspective rather to a really assumed formative assumption. |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Assessment for learning: perceptions of English and Portuguese science teacher studentsassessment for learningperceptionsassessment strategiesscience teacher educationAssessment and learning are understood as closely interrelated, assuming that assessment is an integral part of the learning process. Assessment for learning is seen furthermore as serving the purpose of promoting pupils’ learning. This study examines the perceptions of six science prospective teachers in England and Portugal about assessment by replying to an open self-report questionnaire, constructed for this purpose. The English students were enrolled on a postgraduate certificate in education (PGCE) course, focused on developing their teaching skills. The Portuguese students were attending a master degree in education also aiming the same goals. All the participants already had a degree on science and were in practice at schools (either basic or secondary). A qualitative analysis of students’ responses was made in order to comprehend their understanding about assessment, assessment strategies they perceive to be the most effective for learning and the relationship between learning and formative assessment. The results show that despite the difference of contexts assessment is not easy to define and raises many questions when put into practice, leading to a variety of understandings and solutions in the classroom. Nevertheless, they all tend to a summative perspective rather to a really assumed formative assumption.Barcelona: IATED2015-03-24T10:34:42Z2015-03-242014-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/bookhttp://hdl.handle.net/10174/13517http://hdl.handle.net/10174/13517engCid, M. (2014). Assessment for learning: perceptions of English and Portuguese science teacher students. In EDULEARN14 Proceedings (pp. 2868-2877). Barcelona: IATED. (ISBN 978-84-617-557-3; ISSN: 2340-1117)ISBN 978-84-617-557-32340-1117naonaomcid@uevora.ptCid, Maríliainfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-01-03T18:59:07Zoai:dspace.uevora.pt:10174/13517Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T01:06:59.604844Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Assessment for learning: perceptions of English and Portuguese science teacher students |
title |
Assessment for learning: perceptions of English and Portuguese science teacher students |
spellingShingle |
Assessment for learning: perceptions of English and Portuguese science teacher students Cid, Marília assessment for learning perceptions assessment strategies science teacher education |
title_short |
Assessment for learning: perceptions of English and Portuguese science teacher students |
title_full |
Assessment for learning: perceptions of English and Portuguese science teacher students |
title_fullStr |
Assessment for learning: perceptions of English and Portuguese science teacher students |
title_full_unstemmed |
Assessment for learning: perceptions of English and Portuguese science teacher students |
title_sort |
Assessment for learning: perceptions of English and Portuguese science teacher students |
author |
Cid, Marília |
author_facet |
Cid, Marília |
author_role |
author |
dc.contributor.author.fl_str_mv |
Cid, Marília |
dc.subject.por.fl_str_mv |
assessment for learning perceptions assessment strategies science teacher education |
topic |
assessment for learning perceptions assessment strategies science teacher education |
description |
Assessment and learning are understood as closely interrelated, assuming that assessment is an integral part of the learning process. Assessment for learning is seen furthermore as serving the purpose of promoting pupils’ learning. This study examines the perceptions of six science prospective teachers in England and Portugal about assessment by replying to an open self-report questionnaire, constructed for this purpose. The English students were enrolled on a postgraduate certificate in education (PGCE) course, focused on developing their teaching skills. The Portuguese students were attending a master degree in education also aiming the same goals. All the participants already had a degree on science and were in practice at schools (either basic or secondary). A qualitative analysis of students’ responses was made in order to comprehend their understanding about assessment, assessment strategies they perceive to be the most effective for learning and the relationship between learning and formative assessment. The results show that despite the difference of contexts assessment is not easy to define and raises many questions when put into practice, leading to a variety of understandings and solutions in the classroom. Nevertheless, they all tend to a summative perspective rather to a really assumed formative assumption. |
publishDate |
2014 |
dc.date.none.fl_str_mv |
2014-01-01T00:00:00Z 2015-03-24T10:34:42Z 2015-03-24 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/book |
format |
book |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10174/13517 http://hdl.handle.net/10174/13517 |
url |
http://hdl.handle.net/10174/13517 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Cid, M. (2014). Assessment for learning: perceptions of English and Portuguese science teacher students. In EDULEARN14 Proceedings (pp. 2868-2877). Barcelona: IATED. (ISBN 978-84-617-557-3; ISSN: 2340-1117) ISBN 978-84-617-557-3 2340-1117 nao nao mcid@uevora.pt |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Barcelona: IATED |
publisher.none.fl_str_mv |
Barcelona: IATED |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
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1799136554124312576 |